Author Archives | Oliver DeMille

The Social Animal

April 20th, 2011 // 7:31 am @ Oliver DeMille

A review of the book The Social Animal: A Story of Love, Character and Achievement by David Brooks

There are at least three major types of writing. The first might be called Shakespeare’s method, which includes the telling of stories with deep symbolic and archetypal lessons. Many of the great world religious texts used this approach. The Greeks referred to this as poetry, though the meaning of “poetry” is much more limited in modern usage. In the contemporary world we often call this type of writing fiction, though this is a misnomer since the stories used are not actually untrue—they are, many of them, literally true, and nearly all of them are symbolically true. This could also be called the Inspirational style of writing.

A second kind of writing can be summarized as Tocqueville’s method, or the philosopher’s style. Called prose, non-fiction, or editorializing, this type of literature consists of the author sharing her views, thoughts, questions, analyses and conclusions. Writers in this style see no need to document or prove their points, but they do make a case for their ideas. This way of writing gave the world many of the great classics of human history—in many fields of thought spanning the arts, sciences, humanities and practical domains. This writing is Authoritative in style, meaning that the author is interested mostly in ideas (rather than proof or credibility) and writes as her own authority on what she is thinking.

The third sort of writing, what I’ll call Einstein’s method, attempts to prove its conclusions using professional language and appealing to reason, experts or other authority. Most scientific works, textbooks, and research-based books on a host of topics apply this method. The basis of such writing is to clearly show the reader the sources of assumptions, the progress of the author’s thinking, and the basis behind each conclusion. Following the scientific method, this modern “Objective” style of writing emphasizes the credibility of the conclusions—based on the duplicable nature of the research and the rigorous analysis and deduction. There are few leaps of logic in this kind of prose.

Each type of writing has its masters, and all offer valuable contributions to the great works of human literature. This is so obvious that it hardly needs to be said, but we live in a world where the third, Objective, style of writing is the norm and anything else is often considered inferior. Such a conclusion, ironically, is not a scientifically proven fact. Indeed, how can science prove that anything open to individual preference and taste is truly “best?” For example, such greats as Churchill, Solzhenitsyn and Allan Bloom (author of The Closing of the American Mind) have shown that “Tocqueville’s” style is still of great value in modern times—as do daily op eds in our leading newspapers and blogs. Likewise, our greatest plays, movies and television programs demonstrate that the Shakespearean method still has great power in our world.

That said, David Brooks’ new book The Social Animal: A Story of Love, Character and Achievement manages to combine all three styles in one truly moving work. I have long considered Brooks one of my favorite authors. I assigned his book Bobos in Paradaise: The New Upper Class and How They Got There as an undergraduate and graduate college text for several years, and I have recommended his book On Paradise Drive to many students and executives who wanted to understand American and modern culture. In one of the best descriptions of our society ever written, he outlined the new realities experienced by the “average” American citizen, who he called “Patio Man.” I have also enjoyed many of his editorials in The New York Times—and the ongoing, albeit unofficial and indirect, “debate” between his columns and those of Thomas L. Friedman, Paul Krugman, George Will and, occasionally, Peggy Noonan.

The Social Animal is, in my opinion, his best work to date. In fact, it is downright brilliant. I am not suggesting that it approaches Shakespeare, of course. But who does? Still, the stories in The Social Animal flow like Isaac Asimov meets Ayn Rand. It doesn’t boast deep scientific technical writing, as Brooks himself notes. Indeed, Brooks doesn’t even attempt to produce a great Shakespearean or scientific classic. But he does effectively weave the three great styles of writing together, and in the realm of philosophical writing this book is similar to Tocqueville’s Democracy in America. The content of the book, in fact, is as close as we may ever see to a 21^st century update to Tocqeville (1830s) and Bryce (1910s).

I know this is high praise, and in our modern era with its love of objective analysis, such strong language is suspect in “educated” circles. But my words are not hyperbole. This is an important book. It is one of the most important books we’ve seen in years—probably since Fareed Zakaria’s The Post-American World or Daniel Pink’s A Whole New Mind. This book is in the same class as Bloom’s The Closing of the American Mind, Huntington’s The Clash of Civilizations, Strauss and Howe’s The Fourth Turning, or Philip Bobbitt’s The Shield of Achilles. It is as significant as any article in Foreign Affairs since Richard Gardner’s writings. It reads like Steven Pinker channelling Alexis de Tocqueville. The language is, well, beautiful, but beautiful in the modern sense, like the writings of Laura Munson or Sandra Tsing Loh.

The book also manages to bridge political views—I think liberals will find it moving and conservatives will find it convincing. It is not exactly Centrist, but neither is it patently Right nor Left. It will appeal to independents and people from all political perspectives. If it has a political leaning, it is the party of Common Sense—backed by meticulous research.

Moreover, The Social Animal clouds typical publishing stereotypes. I’m not sure where big bookstores will shelve it. It is a book on culture, politics, education, and career. It is a book about entertainment, marriage and language. It is about the upper, middle and lower classes in modern American society, how they interrelate and what challenges are ahead as they clash. It is about current events and future challenges. It is, above all, a book about success. It goes well beyond books on Habits or The Secret or even “Acres of Diamonds.”

As Brooks himself put it:

“Over the centuries, zillions of books have been written about how to succeed. But these tales are usually told on the surface level of life. They describe the colleges people get into, the professional skills they acquire, the conscious decisions they make, and the tips and techniques they adopt to build connections and get ahead. These books often focus on an outer definition of success, having to do with IQ, wealth, prestige, and worldly accomplishments.

“This story [The Social Animal] is told one level down. This success story emphasizes the role of the inner mind—the unconscious realm of emotions, intuitions, biases, longings….

“…we are not primarily the products of our conscious thinking. We are primarily the products of thinking that happens below the level of awareness.”

Brooks argues:

“The research being done today reminds us of the relative importance of emotion over pure reason, social connections over individual choice, character over IQ, emergent, organic systems over linear, mechanistic ones, and the idea that we have multiple selves over the idea that we have a single self.”

The book deals with such intriguing topics as:

Modern dating and courtship
Today’s marriages and what makes them succeed—or not
The scientific versus popular views of child development
Cultural trends such as global-warming awareness assemblies in high schools
The scientific foundations of violence
The kind of decision-making that leads to success versus mediocrity and failure
A veritable manual for success in college
The powerful leadership techniques of priming, anchoring, framing, limerance, fractals, metis and multiparadigm teams, among others (it is worth reading the book just for this)
How to “ace” job interviews
The new phases of life progression
Effectively starting a new business—the steps, techniques, values and needed character traits
Leadership in the modern corporation
How to win a revolution by only making a call for small reforms
The effectiveness of a talent for oversimplification
The supreme power of a life’s viewpoint

The Social Animal struck a personal note with me because it brilliantly describes the true process of great mentoring that more of our teachers need to adopt and that I wrote about with Tiffany Earl in our book The Student Whisperer. I have seldom seen truly great teaching described better.

This book is primarily about success—specifically success in our complex modern world—but at a deeper level it is about happiness. Brooks writes:

We still have admissions committees that judge people by IQ measures and not by practical literacy. We still have academic fields that often treat human beings as rational utility-maximizing individuals. Modern society has created a giant apparatus for the cultivation of the hard skills, while failing to develop the moral and emotional faculties down below. Children are coached on how to jump through a thousand scholastic hoops. Yet by far the most important decisions they will make are about whom to marry and whom to befriend, what to love and what to despise, and how to control impulses. On these matters, they are almost entirely on their own. We are good at talking about material incentives, but bad about talking about emotions and intuitions. We are good at teaching technical skills, but when it comes to the most important things, like character, we have almost nothing to say.

The book, like any true “classic” (and I am convinced this will be one), is deep and broad. It includes such gems as:

“The food at their lunch was terrible, but the meal was wonderous.”
“For example, six-month-old babies can spot the different facial features of different monkeys, even though, to adults, they all look the same.”
In his high school, “…life was dominated by a universal struggle for admiration.”
“The students divided into the inevitable cliques, and each clique had its own individual pattern of behavior.”
“Fear of exclusion was his primary source of anxiety.”
“Erica decided that in these neighborhoods you could never show weakness. You could never back down or compromise.”
“In middle class country, children were raised to go to college. In poverty country they were not.”
Jim Collins “…found that many of the best CEOs were not flamboyant visionaries. They were humble, self-effacing, diligent, and resolute souls who found one thing they were really good at and did it over and over again. They did not spend a lot of time on internal motivational campaigns. They demanded discipline and efficiency.”
“Then a quiet voice could be heard from the other end of the table. ‘Leave her alone.’ It was her mother. The picnic table went silent.”
“Erica resolved that she would always try to stand at the junction between two mental spaces. In organizations, she would try to stand at the junction of two departments, or fill in the gaps between departments.”
“School asks students to be good at a range of subjects, but life asks people to find one passion that they will do forever.”
“His missions had been clearly marked: get good grades, make the starting team, make adults happy. Ms. Taylor had introduced a new wrinkle into his life—a love of big ideas.”
“…if Steve Jobs had come out with an iWife, they would have been married on launch day.”
“Epistemological modesty is the knowledge of how little we know and can know.”

There are so many more gems of wisdom. For example, Brooks notes that in current culture there is a new phase of life. Most of today’s parents and grandparents grew up in a world with four life phases, including “childhood, adolescence, adulthood and old age.” Today’s young will experience at least six phases, Brooks suggests: childhood, adolescence, odyssey, adulthood, active retirement, and old age.

While many parents expect their 18- and 19-year-old children to go directly from adolescence to the adult life of leaving home and pursuing their own independent life and a marriage relationship, their children are surprising (and confusing) them by embracing their odyssey years: living at home, then wandering, then back home for a time, taking a long time to “play around” with their education before getting serious about preparing for a career, and in general enjoying their youthful freedom. Most parents are convinced they’re kids are wasting their lives when in fact this is the new normal.

The odyssey years actually make a lot of sense. The young “…want the security and stability adulthood brings, but they don’t want to settle into a daily grind. They don’t want to limit their spontaneity or put limits on their dreams.” Parents can support this slower pace with two thoughts: 1) the kids usually turn out better because they don’t force themselves to grow up too fast like earlier generations did, and 2) the parents get to enjoy a similar kind of relaxed state in the “active retirement phase.”

Most odysseys pursue life in what Brooks calls The Group—a small team of friends who help each other through this transition. Members of a Group talk a lot, play together, frequently engage entrepreneurial or work ventures with each other, and fill the role of traditional families during this time of transition. Even odysseys who live at home for a time usually spend much of their time with their Group.

This book is full of numerous other ideas, stories, studies, and commentaries. It is the kind of reading that you simply have to mark up with a highlighter on literally every page.

Whether you agree or disagree with the ideas in this book—or, hopefully, both—it is a great read. Not a good read, but a great one. Some social conservatives may dislike certain things such as the language used by some characters or the easy sexuality of some college students, and some liberals may question the realistic way characters refuse to accept every politically-correct viewpoint in society—but both are accurate portrayals of many people in our current culture.

The Social Animal may not remain on the classics list as long as Democracy in America, but it could. At the very least, it is as good a portrayal of modern society as Rousseau’s Emile was in its time. It provides a telling, accurate and profound snapshot of American life at the beginning of the 21^st Century. Reading it will help modern Americans know themselves at a much deeper level.

This is a book about many things, including success and happiness as mentioned above. But it is also a classic book on freedom, and on how our society defines freedom in our time. As such, it is an invaluable source to any who care about the future of freedom. Read this book to see where we are, where we are headed, and how we need to change. The Social Animal is required reading for leaders in all sectors and for people from all political persuasions who want to see freedom flourish in the 21^st century.

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Oliver DeMille is a co-founder of the Center for Social Leadership, and a co-creator of Thomas Jefferson Education.

He is the co-author of the New York Times, Wall Street Journal and USA Today bestseller LeaderShift, and author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, and The Coming Aristocracy: Education & the Future of Freedom.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

Category : Blog &Book Reviews &Community &Culture &Current Events &Education &Entrepreneurship &Family &Generations &Leadership &Liberty &Mission &Postmodernism &Service &Statesmanship &Tribes

Is America a Democracy, Republic, or Empire?

April 20th, 2011 // 7:09 am @ Oliver DeMille

Some in Washington are fond of saying that certain nations don’t know how to do democracy.

Anytime a nation breaks away from totalitarian or authoritarian controls, these “experts” point out that the people aren’t “prepared” for democracy.

But this is hardly the point.

A nation where the people aren’t prepared for democracy–but where a strong leader is prepared for tyranny–is still better off as a democracy.

A nation where the people aren’t prepared for democracy but where an elite class is prepared for aristocracy is still better off as a democracy.

A nation where the people aren’t prepared for democracy but where a socialist or fundamentalist religious bureaucracy is prepared to rule is still better off as a democracy.

Whatever the people’s inadequacies, they will do better than the other, class-dominant forms of government.

Winston Churchill was right:

“Democracy is the worst form of government–except for all those others that have been tried.”

False Democracy

When I say “democracy,” I am of course not referring to a pure democracy where the masses make every decision; this has always turned to mob rule through history.

Of Artistotle’s various types and styles of democracy, this was the worst. The American founders considered this one of the least effective of free forms of government.

Nor do I mean a “socialist democracy” as proposed by Karl Marx, where the people elect leaders who then exert power over the finances and personal lives of all citizens.

Whether this type of government is called democracy (e.g. Social Democrats in many former Eastern European nations) in the Marxian sense or a republic (e.g. The People’s Republic of China, The Union of Soviet Socialist Republics–USSR, etc.), it amounts to the same oligarchic model of authoritarian rule.

Marx used the concept of democracy–he called it “the battle for democracy”–to argue for the working classes to rise up against the middle and upper classes and take back their power.

Ironically, he believed the masses incapable of such leadership, and felt that a small group of elites, the “vanguard”, would have to do the work of the masses for them.

This argument assumes an oligarchic view of the world, and the result of attempted Marxism has nearly always been dictatorial or oligarchic authoritarianism.

In this attitude Marx follows his mentor Hegel, who discounted any belief in the power or wisdom of the people as wild imaginings (see Mortimer Adler’s discussion on “Monarchy” in the Syntopicon).

The American founders disagreed entirely with this view.

A Democratic Republic

The type of democracy we need more of in the world is constitutional representative democracy, with:

A written constitution that separates the legislative, executive and judicial powers. Limits all with checks and balances, and leaves most of the governing power in the hands of the people and local and regional, rather than national, government institutions.

In such a government, the people have the power to elect their own representatives who participate at all levels. Then the people closely oversee the acts of government.

One other power of the people in a constitutional representative democratic republic is to either ratify or reject the original constitution.

Only the support of the people allows any constitution to be adopted (or amended) by a democratic society.

The American framers adopted Locke’s view that the legislative power was closest to the people and should have the sole power over the nation’s finances.

Thus in the U.S. Constitution, direct representatives of the people oversaw the money and had to answer directly to the people every two years.

Two Meanings of “Democracy”

There are two ways of understanding the term democracy. One is as a governmental form–which is how this article has used the word so far. The other is as a societal format.

There are four major types of societies:

A chaotic society with no rules, laws or government
A monarchical society where one man or woman has full power over all people and aspects of the society
An aristocratic society where a few people–an upper class–control the whole nation
A democratic society where the final say over the biggest issues in the nation comes from the regular people

As a societal form, democracy is by far the best system.Montesquieu, who was the source most quoted at the American Constitutional Convention, said:

“[Democracy exists] when the body of the people is possessed of the supreme power.”

In a good constitutional democracy, the constitution limits the majority from impinging upon the inalienable rights of a minority–or of anyone at all.

Indeed, if a monarchical or aristocratic society better protects the rights of the people than a democratic nation, it may well be a more just and free society.

History has shown, however, that over time the people are more likely to protect their rights than any royal family or elite class.

When the many are asked to analyze and ratify a good constitution, and then to protect the rights of all, it turns out they nearly always protect freedom and just society better than the one or the few.

It is very important to clarify the difference between these two types of democracy–governmental and societal.

For example, many of the historic Greek “democracies” were governmental democracies only. They called themselves democracies because the citizens had the final say on the governmental structure and elections–but only the upper class could be citizens.

Thus these nations were actually societal aristocracies, despite being political democracies.

Plato called the societal form of democracy the best system and the governmental format of democracy the worst.

Clearly, knowing the difference is vital.

Aristotle felt that there are actually six major types of societal forms.

A king who obeys the laws leads a monarchical society, while a king who thinks he is above the law rules a tyrannical society.

Likewise, government by the few can either have different laws for the elite class or the same laws for all people, making oligarchy or aristocracy.

In a society where the people are in charge, they can either rule by majority power (he called this democracy) or by wise laws, protected inalienable rights and widespread freedom (he called this “mixed” or, as it is often translated, “constitutional” society).

Like Plato, Aristotle considered the governmental form of democracy bad, but better than oligarchy or tyranny; and he believed the societal form of democracy (where the people as a mass generally rule the society) to be good.

Democracy or Republic?

The authors of The Federalist Papers tried to avoid this confusion about the different meanings of “democracy” simply by shortening the idea of a limited, constitutional, representative democracy to the term “republic.”

A breakdown of these pieces is enlightening:

Limited (unalienable rights for all are protected)
Constitutional (ratified by the people; the three major powers separated, checked and balanced)
Representative (the people elect their leaders, using different constituencies to elect different leaders for different governmental entities–like the Senate and the House)
Democracy (the people have the final say through elections and through the power to amend the constitution)

The framers required all state governments to be this type of republic, and additionally, for the national government to be federal (made up of sovereign states with their own power, delegating only a few specific powers to the national government).

When we read the writings of most of the American founders, it is helpful to keep this definition of “republic” in mind.

When they use the terms “republic” or “a republic” they usually mean a limited, constitutional, representative democracy like that of all the states.

When they say “the republic” they usually refer to the national-level government, which they established as a limited, constitutional, federal, representative democracy.

At times they shorten this to “federal democratic republic” or simply democratic republic.

Alexander Hamilton and James Wilson frequently used the term “representative democracy,” but most of the other founders preferred the word “republic.”

A Global Problem

In today’s world the term “republic” has almost as many meanings as “democracy.”

The term “democracy” sometimes has the societal connotation of the people overseeing the ratification of their constitution. It nearly always carries the societal democracy idea that the regular people matter, and the governmental democracy meaning that the regular people get to elect their leaders.

The good news is that freedom is spreading. Authoritarianism, by whatever name, depends on top-down control of information, and in the age of the Internet this is disappearing everywhere.

More nations will be seeking freedom, and dictators, totalitarians and authoritarians everywhere are ruling on borrowed time.

People want freedom, and they want democracy–the societal type, where the people matter. All of this is positive and, frankly, wonderful.

The problem is that as more nations seek freedom, they are tending to equate democracy with either the European or Asian versions (parliamentary democracy or an aristocracy of wealth).

The European parliamentary democracies are certainly an improvement over the authoritarian states many nations are seeking to put behind them, but they are inferior to the American model.

The same is true of the Asian aristocratic democracies.

Specifically, the parliamentary model of democracy gives far too much power to the legislative branch of government, with few separations, checks or balances.

The result is that there are hardly any limits to the powers of such governments. They simply do whatever the parliament wants, making it an Aristotelian oligarchy.

The people get to vote for their government officials, but the government can do whatever it chooses–and it is run by an upper class.

This is democratic government, but aristocratic society. The regular people in such a society become increasingly dependent on government and widespread prosperity and freedom decrease over time.

The Asian model is even worse. The governmental forms of democracy are in place, but in practice the very wealthy choose who wins elections, what policies the legislature adopts, and how the executive implements government programs.

The basic problem is that while the world equates freedom with democracy, it also equates democracy with only one piece of historical democracy–popular elections.

Nations that adopt the European model of parliamentary democracy or the Asian system of aristocratic democracy do not become societal democracies at all–but simply democratic aristocracies.

Democracy is spreading–if by democracy we mean popular elections; but aristocracy is winning the day.

Freedom–a truly widespread freedom where the regular people in a society have great opportunity and prosperity is common–remains rare around the world.

The Unpopular American Model

The obvious solution is to adopt the American model of democracy, as defined by leading minds in the American founding: limited, constitutional, representative, federal, and democratic in the societal sense where the regular people really do run the nation.

Unfortunately, this model is currently discredited in global circles and among the world’s regular people for at least three reasons:

1. The American elite is pursuing other models.

The left-leaning elite (openly and vocally) idealize the European system, while the American elite on the right prefers the Asian structure of leadership by wealth and corporate status.

If most of the intelligentsia in the United States aren’t seeking to bolster the American constitutional model, nor the elite U.S. schools that attract foreign students on the leadership track, it is no surprise that freedom-seekers in other nations aren’t encouraged in this direction.

2. The American bureaucracy around the world isn’t promoting societal democracy but rather simple political democracy–popular elections have become the entire de facto meaning of the term “democracy” in most official usage.

With nobody pushing for limited, constitutional, federal, representative democratic republics, we get what we promote: democratic elections in fundamentally class-oriented structures dominated by elite upper classes.

3. The American people aren’t all that actively involved as democratic leaders.

When the U.S. Constitution was written, nearly every citizen in America was part of a Town Council, with a voice and a vote in local government. With much pain and sacrifice America evolved to a system where every adult can be such a citizen, regardless of class status, religious views, gender, race or disability.

Every adult now has the opportunity to have a real say in governance. Unfortunately, we have over time dispensed with the Town Councils of all Adults and turned to a representative model even at the most local community and neighborhood level.

As Americans have ceased to participate each week in council and decision-making with all adults, we have lost some of the training and passion for democratic involvement and become more reliant on experts, the press and political parties.

Voting has become the one great action of our democratic involvement, a significant decrease in responsibility since early America.

We still take part in juries–but now even that power has been significantly reduced–especially since 1896.

In recent times popular issues like environmentalism and the tea parties have brought a marked increase of active participation by regular citizens in the national dialogue.

Barack Obama’s populist appeal brought a lot of youth into the discussion. The Internet and social media have also given more power to the voice of the masses.

When the people do more than just vote, when they are involved in the on-going dialogue on major issues and policy proposals, the society is more democratic–in the American founding model–and the outlook for freedom and prosperity brightens.

The Role of the People

Human nature being what it is, no people of any nation may be truly prepared for democracy.

But–human nature being what it is–they are more prepared to protect themselves from losses of freedom and opportunity than any other group.

Anti-democratic forces have usually argued that we need the best leaders in society, and that experts, elites and those with “breeding,” experience and means are most suited to be the best leaders.

But free democratic societies (especially those with the benefits of limited, constitutional, representative, and locally participative systems) have proven that the right leaders are better than the best leaders.

We don’t need leaders (as citizens or elected officials) who seem the most charismatically appealing nearly so much as we need those who will effectively stand for the right things.

And no group is more likely to elect such leaders than the regular people.

It is the role of the people, in any society that wants to be or remain free and prosperous, to be the overseers of their government.

If they fail in this duty, for whatever reason, freedom and widespread prosperity will decrease. If the people don’t protect their freedoms and opportunities, despite what Marx thought, nobody will.

No vanguard, party or group of elites or experts will do as much for the people as they can do for themselves. History is clear on this reality.

We can trust the people, in America and in any other nation, to promote widespread freedom and prosperity better than anyone else.

Two Challenges

With that said, we face at least two major problems that threaten the strength of our democratic republic right now in the United States.

First, only a nation of citizen-readers can maintain real freedom. We must deeply understand details like these:

The two meanings of democracy
The realities and nuances of ideas such as: limited, constitutional, federal, representative, locally participative, etc.
The differences between the typical European, Asian, early American and other models competing for support in the world
…And so on

In short, we must study the great classics and histories to be the kind of citizen-leaders we should be.

The people are better than any other group to lead us, as discussed above, but as a people we can know more, understand more, and become better leaders.

Second, we face the huge problem all great democratic powers have eventually faced: how to reconcile our democratic society at home with our imperialism abroad.

As George Friedman has argued, we now control a world empire larger than any in history, whether we want to or not.

Yet a spirit of democratic opportunity, entrepreneurial freedom, inclusive love of liberty, freedom from oppressive class systems, and promotion of widespread prosperity is diametrically opposed to the arrogant, selfish, self-elevating, superiority-complex of imperialism.

This very dichotomy has brought down some of the greatest free nations of history.

On some occasions this challenge turned the home nation into an empire, thus killing the free democratic republic (e.g. Rome).

Other nations lost their power in the world because the regular people of the nation did not reconcile their democratic beliefs with the cruelty of imperial dominance and force (e.g. Athens, ancient Israel).

At times the colonies of an empire used the powerful democratic ideals of the great power against them and broke away.

At times the citizens of the great power refused to support the government in quelling rebellions with which they basically agreed (e.g. Great Britain and its relations with America, India, and many other former colonies).

Many of the great freedom thinkers of history have argued against empire and for the type of democratic republic the American framers established–see for example Herodotus, Thucydides, Aristotle, the Bible, Plutarch, Tacitus, Augustine, Montaigne, Locke, Montesquieu, Gibbon, Jefferson, The Declaration of Independence, and Madison, among others.

The Federalist mentions empire or imperialism 53 times, and not one of the references is positive.

In contrast, the main purpose of the Federalist Papers was to make a case for a federal, democratic republic.

Those who believe in American exceptionalism (that the United States is an exception to many of the class-oriented patterns in the history of nations) now face their greatest challenge.

Will America peacefully and effectively pull back from imperialism and leave dozens of nations successfully (or haltingly) running themselves without U.S. power?

Will it set its best and brightest to figuring out how this can be done? Or to increasing the power of empire?

Empire and Freedom

Some argue that the United States cannot divest itself of empire without leaving the world in chaos.

This is precisely the argument nearly all upper classes, and slave owners, make to justify their unprincipled dominance over others.

The argument on its face is disrespectful to the people of the world.

Of course few people are truly prepared to run a democracy–leadership at all levels is challenging and at the national level it is downright overwhelming.

But, again–the people are more suited to oversee than any other group.

And without the freedom to fail, as Adam Smith put it, they never have the dynamic that impels great leaders to forge ahead against impossible odds. They will never fly unless the safety net is gone.

The people can survive and sometimes even flourish without elite rule, and the world can survive and flourish without American empire.

A wise transition is, of course, the sensible approach, but the arrogance of thinking that without our empire the world will collapse is downright selfish–unless one values stability above freedom.

How can we, whose freedom was purchased at the price of the lives, fortunes and sacred honor of our forebears, and defended by the blood of soldiers and patriots in the generations that followed, argue that the sacrifices and struggles that people around the world in our day might endure to achieve their own freedom and self- determination constitute too great a cost?

The shift will certainly bring major difficulties and problems, but freedom and self-government are worth it.

The struggles of a free people trying to establish effective institutions through trial, error, mistakes and problems are better than forced stability from Rome, Madrid, Beijing, or even London or Washington.

America can set the example, support the process, and help in significant ways–if we’ll simply get our own house in order.

Our military strength will not disappear if we remain involved in the world without imperial attitudes or behaviors. We can actively participate in world affairs without adopting either extreme of isolationism or imperialism.

Surely, if the world is as dependent on the U.S. as the imperial-minded claim, we should use our influence to pass on a legacy of ordered constitutional freedom and learning self-government over time rather than arrogant, elitist bureaucratic management backed by military might from afar.

If Washington becomes the imperial realm to the world, it will undoubtedly be the same to the American people. Freedom abroad and at home may literally be at stake.

The future will be significantly impacted by the answers to these two questions:

Will the American people resurrect a society of citizen readers actively involved in daily governance?

Will we choose our democratic values or our imperialistic attitudes as our primary guide for the 21st Century?

Who are we, really?

Today we are part democracy, part republic, and part empire.

Can we find a way to mesh all three, even though the first two are fundamentally opposed to the third?

Will the dawn of the 22nd Century witness an America free, prosperous, strong and open, or some other alternative?

If the United States chooses empire, can it possibly retain the best things about itself?

Without the Manifest Destiny proposed by the Founders, what alternate destiny awaits?

Above all, will the regular citizens–in American and elsewhere–be up to such leadership?

No elites will save us. It is up to the people.

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Oliver DeMille is a co-founder of the Center for Social Leadership, and a co-creator of Thomas Jefferson Education.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

Category : Aristocracy &Blog &Citizenship &Constitution &Foreign Affairs &Generations &Government &History &Leadership &Liberty &Politics &Postmodernism &Statesmanship

Quantity. Quality. Method.

April 12th, 2011 // 6:45 am @ Oliver DeMille

How much?

How well?

How?

These three aspects of success in any endeavor can teach us a lot about government, freedom and prosperity. Most importantly, they can teach us about government for freedom—since most governments in history have had different goals than liberty.

Good government—which maintains freedom and opportunity for all citizens—must meet the tests of quantity, quality and method. We naturally use all three in governmental analysis, often without noticing it. For example, terms such as democracy, aristocracy and monarchy emphasize the quantity of leaders—many, few or one. In contrast, we emphasize the method of governance in terms like communist, capitalist, commercial, and limited governments—these all describe the process which drives their respective societies. Words such as oligarchy, confederation, socialist, mercantile, militarist, federal, national and empire deal with the qualities of a nation’s governance, the attributes that make it what it is.

Quality, quantity and method are different ways to analyze any governmental institution, power, program or proposal. All three are important. Before we tackle how this applies to government, let’s learn a little about these three perspectives using a few examples. In the Great Books, for example, the discussion of quality centers on primary versus secondary qualities: attributes that cannot be separated from a thing are primary qualities, while attributes that can be changed without changing the thing—like color, taste, number or temperature, etc.—are secondary.

As for quantity, a big debate through written history has been the question of why mathematics doesn’t directly apply to the real world. Engineers, inventors and others who use math in the real world have to calculate for various non-mathematical realities in order to apply math to real things. This has caused many arguments among the great thinkers, from Aristotle to Buckminster Fuller. Newton invented calculus in order to bridge the gap between the mathematical and physical universes.

Perhaps the most interesting point about all this is that the discussion of method, as opposed to quality and quantity, runs through the Great Books and great conversation of history at nearly every turn. Almost every topic covered by the great thinkers and leaders from ancient, medieval and early modern (1800s) times deals extensively with competing ideas of method. Amazingly, this significantly slows in modern times, especially after 1900. Somehow the general acceptance of scientific experts as the true authorities on almost everything caused, or at least coincided with, a reduction of the common people asking questions about method.

Consider some examples that most moderns have experienced. Let’s say you decide to lose weight or get in shape. One diet approach, the most frequent in the United States, is to focus on “how much” food you eat. The formula is simple: Cut Calories + Exercise More = Lose Weight. This view attempts to change your body by decreasing how much food you eat and increasing the amount of exercise you get. Quantity is the focus.

Another viewpoint emphasizes the quality of what you eat (e.g. no sweets or fats, more raw vegetables, fewer carbohydrates, etc.). This perspective holds that if you eat the right kinds of foods and cut out the “bad” foods you’ll get your desired result. Likewise, it suggests effective exercise, like certain weight-training routines, interval cardio workouts, or changing your exercise to keep your body constantly adapting. The emphasis here is on “how well” you eat or exercise rather than how much.

A combined perspective emphasizes both how much and how well you eat, exercise, study, sell or whatever you are trying to do. Most modern “how to” literature combines these, and there are many thousands of management, sales, health and other books and programs in many fields of life.

Only a few programs exist from the third perspective: method. This viewpoint cares less about “how much” or “how well” than about “how”. For example, it might recommend eating whatever you want, as much as you want, but chewing each bite 20 times and fully enjoying each mouthful. The fact that those who do this tend to eat a lot less (you get full with less food) and better food (when you really taste them, many junk foods lose their appeal), isn’t the point. The focus is on process or method. Again, this is less common than the quality and quantity approaches.

Another example is provided by college sports. One team might focus on getting the most fans (quantity), and consider this the measure of a successful sports program. More fans often means more money for the school, more donations, better community relations, and so on. Another school might emphasize getting the best, most talented, coaches and players (quality). A third might focus on the process of great practices, training, conditioning and preparation—trusting that doing the right things will bring the desired outcomes (method).

The most successful programs—like the most effective sales techniques, educational systems, and governments, etc.—will encourage all three: quantity, quality and method. If a team becomes the best recruiter in the nation but puts very little work into conditioning or practice, it will likely not win very often. On the other extreme, teams which ignore recruiting probably won’t flourish either. All three perspectives are needed.

Two more quick examples: Imagine a school or church which focuses only on numbers without regard to knowledge or truth, or exclusively on truth while refusing to share it with anyone. Few modern institutions seem to focus on greatness—on the methods and processes of, say, being a great student, a great teacher, or a great believer. The scientific method lends itself to experts, and it seems that in the wake of accepting this reality our society has decided to leave most issues of method to the specialists.

There are many examples of all three perspectives in business, science, art and beyond, and method remains a small minority in most fields. Quality and quantity rule the day. As stated above, this is the opposite of nearly all recorded history.

Let’s consider how these concepts apply to government. One way to measure the effectiveness of a government is how big or small it is (quantity). If it is too small, it is naturally weak, and it if it is too big it is naturally tyrannical—so argue the authors of The Federalist. A second viewpoint asks how “good” our leaders are, or how “effective” a government program is (quality). Both of these are legitimate ways to analyze our government.

A third perspective is to analyze government by process (method). For example, does it have a written constitution? Does this constitution separate the legislative, executive and judicial powers in a way that all three are independent, generally equal with each other in power, and effectively checked and balanced? Does this constitution separate (or fit into a separation of) national, provincial and more local governments—with most sovereign powers left to the lower governments and the people? Was this constitution ratified by the people? Do the regular people deeply understand this constitution today? Does the government always follow the constitution?

Any nation that does not follow these methods will not long maintain widespread freedom or prosperity. Free citizens who expect to remain free must carefully analyze and lead their government utilizing all three of these perspectives.
Unfortunately, nearly all current discussion of government centers around one thing—debates about the quality of our elected leaders and the effectiveness (or not) of various government programs. The quantity and method questions are seldom mentioned by anyone.

There are many examples of how this drastically impacts our freedom and prosperity. Consider taxes. Following the modern trend, most current debate about taxes centers on quantity (e.g. How much is too much?, How can government tax the people more?, or, Don’t we need to raise taxes to pay down our deficit?) or quality (e.g. Should we tax the wealthy or everyone equally?, or, Are income, sales or other kinds of taxes best?).

In contrast, the American founding generation used a method approach to taxes: Many kinds (quality) and levels (quantity) of taxes were constitutional, but the federal government could only assess taxes from the state governments—never from individuals or households. When we changed the method, we saw the rise of government that is too big, too inefficient and increasingly out of control.

This same argument (that we are mostly ignoring the method approach to government and that all three approaches are important) can be applied to many of our most pressing current issues, from education or health care to energy policy, immigration, fiscal and monetary decisions, the national debt and deficits, etc.

Quality government matters, certainly, but the quantity and method questions (especially method) are ultimately more important to the freedom and prosperity of the people. If the regular people want to remain free, they must understand and act on this.

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Oliver DeMille is a co-founder of the Center for Social Leadership, and a co-creator of Thomas Jefferson Education.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

Category : Aristocracy &Blog &Citizenship &Constitution &Culture &Economics &Education &Entrepreneurship &Government &Politics

A Tale of Two Economies

April 11th, 2011 // 5:56 am @ Oliver DeMille

The United States currently houses two economies, and they are drastically different. The regular people have to deal with the following realities:

Energy costs are still going up, and may skyrocket in the wake of nuclear problems and the impact of the Arab uprisings on oil prices.
The price of crude oil is up 25% since the beginning of 2011, and it is still rising.
Food costs are rising accordingly.
Unemployment remains high and may increase again.
The real estate bubble is not yet over, and many experts are concerned about another major dip.
Many state governments are facing massive shortfalls and/or bankruptcy.

In contrast, millionaires increased their wealth approximately 16% during the Great Recession, and big business has likewise upped its wealth. Ken Kurson wrote in the April 2011 issue of Esquire:

“American corporations are sitting on an unholy pile of cash. About $2 trillion. It’s an all-time record, and as a percentage of total assets, it’s the highest in more than 50 years.”

These two economies do share one thing, however: a widespread fear of the future. Kurson continued:

“I would argue that this wad of dough actually greatly exceeds even the pile-up of the late 1950s, because of the reason it exists. Past cash hoardings were strategic in nature. They funded the expansion of product lines, plant building, technological innovation, and hiring that we witnessed in the mid-’60s, for example, after President Kennedy dramatically lowered the personal income tax. This time is different. The current stockpile isn’t strategic; it’s fearful. Companies are afraid to expand because of uncertainty about costs, and a lack of lending partners.”

Kurson suggests that this choice by the corporations is probably unwise—the government may use it as an excuse to find ways to take this money and spend it. More likely, corporations will invest it abroad.

Dante Chinni and James Gimpel point out that disparity between those with increasing wealth and the rest applies to both individuals and whole communities. In the April 2011 issue of The Atlantic these authors outline the twelve types of communities in the U.S.: Monied Suburbs, Minority Urban Centers, Campus Communities, Industrial Metropolises, Immigrant Communities, Service Worker Tourist Hubs and Midsize Cities, Emptying Nest Communities, Evangelical Epicenters, Mormon Outposts, Military Bastions, Tractor Country, and Boomtowns.

Of these, only four have annual median family incomes over $50,000 a year: Monied Burbs, Campus Communities, Boomtowns and Industrial Metropolises. Interestingly, these four and Military Bastions are the only communities where median family income is higher in 2010 than it was in 1980. As most people in the middle class have seen their standard of living stagnate since 1970 and significantly decrease since 2008, the top 7% of earners have greatly increased their wealth during the major global economic downturn.

Despite all the evidence, there are still those who consider many current government proposals “socialist.” This is at best a myth. At worst, it is a threat to our freedoms because if the regular people misunderstand the problem they are sure to fall short when they try to apply solutions. Yes, one symptom of socialism is massive government spending and taxation of the middle class to pay for state programs. But socialism is, as I have mentioned a number of times, a transfer of money from the middle and upper classes to the lower class. And we have not seen this in recent American administrations—Bush, Clinton, Bush or Obama.

What we have seen, in policy after policy, is a transfer of wealth from the middle classes to the upper class. Bailout money came from the middle class and was largely deposited in upper-class and big corporate bank accounts.
Unfortunately, we are living in a strange era of Orwellian doublethink. Liberals inaccurately call this great transfer of money from the middle to the upper class “conservative” while conservatives incorrectly label it “socialism.”

Let’s cut through the name calling and just call it what it is: Using government power to transfer money and wealth from the middle classes to the upper class is aristocracy, pure and simple. Aristocratic conservatives and aristocratic liberals have greatly benefitted from this trend, and they keep the rest of the nation from doing anything about it by arguing among themselves. Conservative and liberal aristocrats point fingers at each other, accuse and call names, and tell us to send more money to one side or the other.

The rest of the people, the non-elites, foot the bill because they get caught up in the arguments promoted by the two kinds of aristocrats. We are witnessing—and this is not an overstatement—a fundamental shift from our roots as a limited federal democratic republic to an aristocracy where the Commercial Aristocrats battle the Governmental Aristocrats for ascendency and the rest of the people see their freedoms and prosperity dwindle with each passing decade. Aristocrats make up one economy (one that is flourishing at record levels in both wealth and power), while the rest of the people make up the other economy (one that is deeply struggling).

Let’s call a spade a spade. We are moving toward aristocracy, and it is time to stop following or supporting aristocrats—regardless of which party they promote. We need America’s “second” economy, the regular people, to start increasing their leadership.

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Oliver DeMille is a co-founder of the Center for Social Leadership, and a co-creator of Thomas Jefferson Education.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

Category : Aristocracy &Blog &Culture &Economics &Prosperity

What type of government does America have today?

March 26th, 2011 // 10:17 am @ Oliver DeMille

“It’s a Republic; if you can keep it…”

Property Rights

Free democracies protect the property of all.
Socialist nations protect the property of none.
Monarchies consider all property the estate of the king.
Aristocracies have one set of property and investment laws for the very rich and a different one for the rest.*

Taxation

Free democracies assess tax money fairly from all the people to cover vital, limited government roles.
Socialist societies take money from the rich and redistribute it to the poor.
Dictatorial monarchies take money from everyone and give it to the dictator.
Aristocracies take money from the middle and lower classes and give it to rich bankers, owners of big companies (“too big to fail”), and other powerful and wealthy special interests in bailouts and government contracts.*

Information

In free democracies it is legal for the people to withhold information from the government (e.g. U.S. Fifth Amendment, right to remain silent, etc.) but illegal for the government to withhold information from or lie to the people.
In socialist societies, dictatorial monarchies, and aristocracies, it is legal for the government and government agents to lie to the people but illegal for the people to lie to the same government agents.*

Success

In free democracies, the measure of success and the popular goal of the people is to be good and positively contribute to society.
In socialist societies, the measure of success and the popular goal of the people is to become government officials and receive the perks of office.
In dictatorial monarchies, the measure of success and the popular goal of the people is to please the monarch.
In aristocratic societies, the measure of success and the popular goal of the people is to obtain wealth and/or celebrity.*

Right to Bear Arms

In free democracies all the people hold the right to bear arms.
In socialist nations and monarchies, only government officials are allowed to have weapons.
In aristocratic societies only the wealthy and government officials are allowed to have many kinds of weapons.*

Immigration

Free democracies open their borders to all, especially immigrants in great need.
Socialist and dictatorial monarchies build fences to keep people in.
Aristocracies build fences to keep people out, especially immigrants in great need.*